10 Secrets High School Test

SECRETSTO ACINGANY HIGHSCHOOL TEST

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Lee BrainerdAND

Ricki Winegardner

NEW YORK

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Copyright 2003 LearningExpress, LLC.

All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by LearningExpress, LLC, New York.

Library of Congress Cataloging-in-Publication Data:Brainerd, Lee Wherry.

10 secrets to acing any high school test / Lee Brainerd and Ricki Winegardner2nd ed.

p. cm.Includes bibliographical references.

ISBN 1-57685-437-X (pbbk.)1. Test-taking skills. 2. ExaminationsStudy guides. 3. Study

skills. I. Title: Ten secrets to acing any high school test. II. Winegardner,Ricki. III. Title.

LB3060.57.B73 2003371.3'028'1dc21

2002152872

Printed in the United States of America9 8 7 6 5 4 3 2 1 Second Edition

ISBN 1-57685-437-X

For more information or to place an order, contact LearningExpress at:900 BroadwaySuite 604New York, NY 10003

Or visit us at:www.learnatest.com

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Lee Wherry Brainerd is the author ofBasic Skills for Homeschooling and Home-schooling Your Gifted Child, and has editedand contributed to many books on topicsranging from healthcare to test prepara-tion. She lives in Altadena, California.

Ricki Winegardner is the author of AParents Guide to 3rd Grade and A ParentsGuide to 4th Grade, and coauthor of BasicSkills for Homeschooling. She is a producerfor AmericanBaby.com and lives inMcConnellsburg, Pennsylvania.

ABOUTTHEAUTHORS

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Introduction ix

Secret 1: Managing Time and Being Prepared 1

Secret 2: Getting a Handle on Objective Testing 13

Secret 3: Getting a Handle on Subjective Testing 33

Secret 4: Mastering Your Study Environment 47

Secret 5: Discovering Your Learning Style 59

Secret 6: Creating and Implementing a Study Plan 77

Secret 7: Getting the Most Out of Class 89

Secret 8: Mastering the Materials 101

Secret 9: Tackling Memory Tricks 117

Secret 10: Preventing Test Stress 133

Appendix A: State Board of Education Listings/Guide to High School Exit Exams by State 143

Appendix B: Print Resources 149

Appendix C: Online Resources 153

CONTENTS

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INTRODUCTION

Y our palms are sweaty, your stomach is in a knot, and you think youfeel a headache coming on. You even thought about staying in bedtoday instead of going to school. No, you dont have the flu; youare simply on your way to take a test for which you feel ill-prepared. For-tunately, your symptoms can be cured! Mix some preparation with a fewtime management skills, wash it all down with a healthy mind and body,and, voila, you will feel better about test taking in no time!

As a high school student, your days may seem to be filled with thesesmall inconveniences referred to as tests. A pop quiz in one class leads intoa major chapter test in another. Then, after you have gotten into the rou-tine of school test taking, you will be presented with standardized testing.Standardized tests are used by educational institutions and lawmakers togauge the overall proficiency of students in a given school or geographi-cal region. Perhaps the monsters of all tests are the college entrance examsthat you have heard so much about. Examples of college entry examsinclude the Scholastic Aptitude Test (SAT) exam and the ACT Assess-ment. You are even required to take tests to enter the military or drive acar. During these high school years, it seems that tests are becoming morethan a fact of life; they are slowly taking over many facets of your every-day existence. In truth, tests are a fact of life, and if you lack the propertest-taking skills, life can be difficult.

This book is designed to help you gain control over test stress and toprovide you with the skills necessary to become a more successful andconfident test taker. The ten secrets to taming even the most daunting and stressful of tests will be revealed to you in ten easy-to-reference chapters.

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Secret #1: Managing Time and Being Prepared

Time management is a skill that is referred to even in the corporate world.Gone are the lazy days of childhood when morning melted into afternoon,which somehow oozed into evening. As you and your responsibility loadhave grown, so have the expectations that you will learn to manage yourtime effectively. Early lessons in time management can be traced back towhen you were assigned a chore to be completed after school but beforedinner. Maybe you came home and unloaded the dishwasher immediately,or perhaps you waited until the last possible moment before the food wasplaced on the table. In either case, you were given a task and a block of timein which to perform that task, and it was up to you to make decisions abouthow you would manage your time.

Effective time management will greatly reduce the stress you feel when walking into the classroom on test day. If you have used your timeeffectively, you will have studied and prepared yourself without unduestress.

The skill that goes hand in hand with time management is preparation.No matter how efficient you are at managing your time, you will have dif-ficulty overcoming hurdles if you are not prepared. Preparation means cre-ating weekly study schedules to maximize your time. Preparation meansthat you have your #2 pencil with you, if required. Preparation means thatyou possess a basic idea of what to expect on the test, and it also means thatyou are always ready for the pop quizzes for which your science teacher hasbecome famous. Effectively managing your time to prepare for an exam ishalf the battle to becoming a more successful and confident test taker. Forthis reason, Secret #1 pairs both time management and preparednesstogether.

Secret #2: Getting a Handle on ObjectiveTesting

Several types of test will be administered to you during your high schooland post-high school career. You have probably already been exposed tomost, if not all, of the major styles of testing. When asked which kind oftest you prefer, you and many of your friends may answer that you preferobjective tests. Examples of objective test questions include:

multiple choice

true or false

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fill-in-the-blank

sentence completion

Objective tests are often favorites among students because what theteacher is looking for is very clear to them. On an objective test, you maybe presented with a question and then be expected to choose from a list ofpossible answers. Of course, at least one of these answers is the correctanswer to the presented problem. The answer is either correct or incorrect,with no concern for instructor or tester opinion.

Other objective tests provide you with clues to a correct answer and thenrequire that you provide the answer on your own. You may need to fill in ablank or complete a phrase or sentence. There are advantages and disad-vantages to each type of objective test question. You can learn more aboutgetting a handle on objective testing by turning to Secret #2.

Secret #3: Getting a Handle on SubjectiveTesting

Whereas objective testing typically requires that the test taker provide thespecific answer for which the test maker is looking, subjective testing is abit more reliant upon opinion. Examples of subjective test componentsinclude:

essay questions

short answer

rubrics

When taking a subjective test, you may be expected to write essays, toprovide well thought-out answers to problems that are presented, or toprovide opinion along with facts and statistics to support your answer oropinion.

Other types of subjective tests may require you to fulfill a given set ofrequirements that may or may not be related to the answer you are provid-ing. These types of tests are based on rubrics. When taking a rubric test inEnglish class, you may be asked to write an essay entitled The Hazards ofAlcohol Abuse. Although it is important that you present a factual and wellthought-out answer, the instructor may be grading on grammar, spelling,and sentence variation. Typically, when taking a rubric exam, the student isfamiliar with the requirements that need to be met to obtain a high score.It is up to you, the student, to be sure to meet the required elements of the

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rubric guidelines to obtain the score you desire. Tips for getting a handleon subjective tests can be found in Secret #3.

Secret #4: Mastering Your Study Environment

Where, when, and how you study are all very important factors in youroverall test performance. By now, you may have an idea of what type ofstudy environment works best for you. Do you learn best when studyingwith others, combining studying with socializing, or do you do your bestwhen studying alone in a quiet corner of the house? Learning how to takecontrol of your study environment will increase your odds for test success.Secret #4 offers you all the advice you need to succeed.

Secret #5: Discovering Your Learning Style

Studies have shown that there are many different learning styles and meth-ods. Sitting alone in a quiet room in front of a book may work for one stu-dent but not for another. Do not force yourself to study in a certain wayjust because it is generally considered the best way. Learn what works bestfor you. Do you study better in a group or alone? Is simply reading thetextbook enough for you, or does listening to a lecture that you taped inclass help you the most? The most advantageous way to study is by usingthe methods that best fit your learning style. If you are not sure of yourlearning style and how to tailor your study habits to that style, turn toSecret #5.

Secret #6: Creating and Implementing a Study Plan

Instead of flying by the seat of your pants for your high-stakes exams, cre-ate a study plan, implement it, and discover that studying becomes a non-intrusive part of your everyday lifestyle.

For many students, the thought of preparing for a very important testsends them into panic mode. Some students solution is to actually avoidstudying during the months prior to test time and cram the final weekbefore the BIG TEST. But youre not one of those students, right? You gotthis book to help you prepare and use a study plan to get the scores youknow you can earn, given the right preparation. Learn all about makingyour study plan in Secret #6.

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Secret #7: Getting the Most Out of Class

Some of your best study time may be during school hours. What better wayto manage your time than to make the time you spend in the classroombenefit you the most? Use your time in class to prepare for the test by beingattentive, knowing when and how to ask questions, and, of course, learningto take effective notes. Class time turns into study time in Secret #7.

Secret #8: Mastering the Materials

This may seem obvious, but mastering the materials that will be covered onan exam is key to good test performance. You will not perform up to par onan exam if you have not mastered the material that is to be covered. Secret#8 uncovers the tips to effectively learning the facts and materials that arecovered in class. You will learn how to study in small bites rather than inlarge chunks and how to optimize class time by learning to listen to theteacher and picking out key words and phrases that will be on the testswhile also honing your note-taking skills. Did you know that your home-work assignments are often windows to the upcoming test? Its true! Teach-ers often create tests from previously assigned homework assignments.Learn these strategies and more in Secret #8.

Secret #9: Tackling Memory Tricks

Those who perform well on tests often have tricks to help them rememberimportant information. Word games, fact association, and other memorytricks and skills are covered, or shall we say uncovered, in this chapter!Learn to use mnemonics, acronyms, acrostics, and peg and place methodsto memorize vocabulary, formulas, and much more.

Secret #10: Preventing Test Stress

Just as with any major event in life, stress can play a detrimental role in testtaking. Combine the previous nine secrets to overcome and prevent teststress. There are other stress factors that can affect your ability to succeedon a test, including family problems, peer pressure, low self-esteem, andmany others. Recognize those stresses in your life that detrimentally affectyour study habits and test taking. Actively work to alleviate these stresses.Once the stress is alleviated, you will be able to walk into the testing roommore confident and relaxed. Helpful tips for minimizing test stress can befound in Secret #10.

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How to Use This Book

At the beginning of each chapter, you will be introduced to a student or stu-dents. These high school teens are just like you in that they are seekingways to improve or hone their study and test-taking skills.

You will not improve your grades and become a more confident and abletest taker simply by owning this book. This book is most helpful when it isused to plan a full strategy for more successful test taking. Uncover the 10Secrets one by one, and then use them to formulate the best plan for you.Also, refer back to the book whenever you are faced with a particularlydaunting or stressful test situation.

At the end of the book, you will also find a selection of resources gath-ered to allow you to strengthen your test-taking skills. These resourcesinclude:

a guide to high school exams by state

print resources

online resources

Good luck!

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Managing Time and Being Prepared 1

Secret 1MANAGING TIME AND

BEING PREPARED

Tyrone felt like he was the butt of an unfunny joke. Hisfavorite teacher, Ms. Kariotis, was suddenly beginningher maternity leave early. That moved his chemistry finalto next Tuesday, the same day as his Spanish final.Whats the good of scheduling, he asked his mother, ifthe schedule always changes?

The truth was that Tyrone was new to study plans andanxious about reprioritizing. Fortunately, the process of creating the first schedule made it much easier for him tocreate a second, and once he began reprioritizing, he dis-covered that most of his original study plan remained thesame. He recognized that Sunday and Monday nightswould be the crunch. He would have to leave Sundays pic-nic early to begin reviewing his Spanish. Monday night hewould have to start studying right after school. If he finishedhalf of his chemistry review before dinner and half after, hewould have the rest of Monday evening for Spanish, thesubject he found more difficult. Tyrone wrote his newschedule for Sunday and Monday on his desk calendar.

Tyrone decided he liked the idea of breaking his work intochunks. That way meeting his goals didnt feel so over-whelming. Consequently, he scheduled a ten-minute tele-phone call to a friend once he had finished one half of hisSpanish review. After a moment, Tyrone crossed out the 10and replaced it with 20 only. He couldnt think of a friendwho would only talk for ten minutes.

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Like Tyrone, you can learn how to reprioritize your schedule whenunexpected changes and events arise. Time management is a skill thatrequires practice, but after a while, it will become second nature. Inthis chapter, you will learn how to manage your study time and pre-pare both mentally and physically for exams.

WHAT IS TIME MANAGEMENT?

Time management is a skill that you will use your whole life. You willeither be very good at managing your time, very poor at managingyour time, or somewhere in the middle. Time management is used todescribe the skill of effectively organizing and utilizing your time tobest complete your tasks and responsibilities. This skill takes time toperfect, but if you begin by learning some of the basics of time man-agement, as well as some tricks that you can use to help you becomea better time organizer, you will soon find the time management tech-niques that work for you.

When we think of time management, we usually envision woodenbuilding blocks. There are many different sizes of building blocks.Small blocks represent the small tasks in life, the ones that can becompleted in a short period of time. Larger blocks represent the moreominous tasks or responsibilities. Once you have assigned each task toan appropriately sized block, you just need to fit these blocks togetherso that they do not toppleso that they are manageable.

S O U R C E S I N C Y B E R S PS O U R C E S I N C Y B E R S P A C EA C E

Time Management www.gmu.edu/gmu/personal/time.htmlTips and strategies for

effective time management. www.bigchalk.comTips and strategies for effective time man-

agement in high school. www.makingitcount.com/HighSchool/gettingthegrades/Time

management tips.

TIME AND THE TEENAGER

As a teenager, you may understandably have a very busy schedule. Thisis especially true if you are involved in extracurricular activities, sports,

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or community organizations, or if you have a part time job. You mayalso have family obligations, such as tending to younger siblings afterschool or chipping in with some of the household chores. In additionto all of these obligations, you probably have an active social life,including a core group of friends and possibly social events such asdances and evenings at the mall. When you look at your collection oftime blocks, you may very well feel overwhelmed. All of these thingsare important to you and to your social and emotional growth, butunfortunately, if not managed correctly, any or all of them may have adetrimental effect on your test scores. Learning to manage your timeeffectively can only enhance all of these aspects of your life. You willfind that the better you manage your time, the more time you will havefor the things you enjoy doing, such as going to the movies.

Lets face it: There are going to be times that you will be temptedto use your study time for other less productive activities. Thesetemptations will follow you throughout your life. If you are an effec-tive time manager, you will learn to either resist them or to effectivelyjuggle your schedule so that you can take part in the more temptingactivity, while rescheduling and actually doing the activity that youhad originally scheduled. You may also, when organizing your time,build your schedule with some padding so that you will be able to dealwith unexpected events or temptations when they occur.

MANAGE YOUR TIME EFFECTIVELY

When we talk about time management in this chapter, we are goingto discuss it in two different contexts. First, we will talk about how tomanage your time during the days and hours leading up to a test, andthen we will discuss how to best manage your time while actually tak-ing the test. Sprinkled throughout the chapter are tips for being pre-pared for whatever test comes your way, whether it is the pop quiz orthe state-required standardized test. Learning to utilize your timeeffectively both before and during a test can have nothing but positiveeffects on your test results.

Before the TestTime management before the test encompasses the days and evenweeks leading up to the exam. Learning how to effectively organizeyourself and your activities during your out-of-school hours is

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extremely important. As mentioned previously in this chapter,teenagers tend to be very busy, and most of the activities that keepthem busy are not taking place during the normal school day. Theseactivities take place before and after school and on weekends. That iswhy it is imperative to gain the skills necessary to manage all of yourtimethe hours that you are in school as well as the hours that youare not.

The first step to gaining control of your time is to get a handle onexactly how much you do each week. Figure out how much of yourtime is scheduled for you compared to how much time you actuallycontrol. This can be accomplished by creating a series of schedules.

Long-term scheduleMake a list of your weekly obligations. This list can include itemssuch as work schedule, classes, sports practices, and religious serv-ices. Be sure to include all of your recurring weekly obligations onthis schedule. You will only need to make this schedule once butshould modify it when necessary.

Tyrones long-term schedule looks like this:

Medium-term scheduleMake a list of your major weekly events. This list can include howmuch work you intend to complete in a given subject, any majorsocial events you would like to attend, and any major school-relatedevents, such as a weekly vocabulary test or the day a major paper is

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Sunday 10:00 A.M.12:00 P.M.: Church1:00 P.M.3:00 P.M.: Family picnic

Monday 8:00 A.M.4:00 P.M.: Classes4:30 P.M.6:30 P.M.: Swim practice

Tuesday 8:00 A.M.4:00 P.M.: Classes4:30 P.M.6:30 P.M.: Swim practice7:00 P.M.9:00 P.M.: Work at Jays Pizza

Wednesday 8:00 A.M.4:00 P.M.: Classes4:30 P.M.6:30 P.M.: Swim practice

Thursday 8:00 A.M.4:00 P.M.: Classes4:30 P.M.6:30 P.M.: Swim practice

Friday 8:00 A.M.4:00 P.M.: Classes5:00 P.M.7:00 P.M.: Work at Jays Pizza

Saturday 9:00 A.M.1:00 P.M.: Swim meets

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due in English class. Ideally, you will create this schedule once aweek. At the end of the week, review the schedule to see how manyof your weekly tasks you were able to complete successfully. Alwaysmake a new list for each week. Do not reuse your weekly schedule.

Tyrones medium-term schedule may look something like this:

Short-term schedule

Make a list of your daily events. On a 3 x 5 index card, write downthe important activities and assignments for the day. This cardshould be easy for you to carry with you. The schedule should becreated daily, perhaps before bedtime or in the morning duringbreakfast.

Tyrone created a short-term schedule for Monday that lookedsomething like this:

7:00 A.M.7:20 A.M. Mental review of Spanish while eatingbreakfast

1:30 P.M.2:10 P.M. Study for chemistry final in study hall

4:00 P.M.4:25 P.M. Study for chemistry final

4:30 P.M.6:30 P.M. Swim practice

6:30 P.M.7:00 P.M. Review Spanish verbs on the way home frompractice with Mom

7:15 P.M.7:45 P.M. Dinner and family time

7:45 P.M.8:30 P.M. Study for chemistry final

8:30 P.M.8:50 P.M. REWARD! Call a friend and have a snack

8:50 P.M.9:30 P.M. Study for Spanish final

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Sunday Study for Spanish final

Monday Study for Spanish finalStudy for chemistry final

Tuesday Take Spanish finalTake chemistry final

Wednesday Start reading The Hobbit

Thursday Complete Chapters 3 and 4 of The Hobbit by Friday

Friday See movie with Shane

Saturday Attend swim meets

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It is very important that you carry this card with you at all times.Cross off each item as it is completed. You will undoubtedly feel asense of accomplishment every time you cross one of your tasks offyour list. Also, writing down tasks forces you to really think aboutwhat you need to accomplish in a day, fills you with a sense ofresponsibility to stick to the plan, and shows you the types of tasksthat you put off until the last minute. Notice that Tyrone builtthings into his schedule such as practice, a snack, and a phone callwith a friend. Be sure to include these items in your schedule. Tak-ing breaks, exercising, and eating well are all keys to successfulstudying.

True mastery of knowledge does not happen with an overnightcram session. The only way to truly learn a subject is to learn it bitby bit over time. For that reason, it is important that you beginstudying for a test the first day that material is introduced. Spend alittle time every day recalling key ideas and facts from each of yourclasses.

S T U DY A E R O B I C S

Benefits of MultitaskingGet more accomplished by combining two or more activities intoone. If you can do two things at once, like rub your stomach andpat your head, try applying this strategy to your time managementproblems and plan. If, for example, you have chores to do but alsoneed to study, combine the two activities. Record vocabulary wordsand their definitions onto a cassette tape and play it as you wash thedishes or clean your room. Instead of reading magazines, flipthrough flashcards while you are waiting for your dentist or doc-tors appointment.

During the TestJust as important as managing your time appropriately before a test isthe skill of managing every minute of your time during the actual test.Few tests have absolutely no time constraints on them. Even if the testyou are taking is not a timed standardized test, there is usually theexpectation that you will complete the test in a given period of time.

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You may be expected, for instance, to complete the test during oneclass period.

Because you have a basic idea of how much time you have, you canmake some decisions about how you will proceed when taking thetest. There are certain guidelines that may help you allot and manageyour time while taking a test.

Pay attention to the number of points each question is worthand allot your time accordingly.It is not uncommon for questions on tests to have different pointvalues assigned to them. A set of true or false questions may beworth two points each, whereas an essay question may be worth tenpoints. Before answering any of the questions, look over the test tosee if there are some questions that are worth more points thanothers.

If you have trouble with a question, go on to the next one andcome back to it later, if possible.Do not spend too much time on any one question. Remember howmuch time you allotted yourself for each question, and do your bestto stay within your guidelines. If a question has you stumped, markit with your pencil or make a note of it on scrap paper, and returnto it after you have completed all the other questions on the test.

Make brief, concise notes for each essay question.Before providing a detailed answer to an essay question, makeshort, meaningful notes about the items you would like to coverin your answer. This serves two purposes. The first is to get all ofyour thoughts down quickly so that you will have all of the piecesnecessary to answer the question completely. The second is thatif, for some reason, you are unable to come back to the question,you will have at least provided an answer. Sure, the answer maynot be as complete as you intended, but you may still earn partialcredit.

BE PREPARED!

What is the first thing you think of when you hear the statement Beprepared? After recognizing it as the motto of a well-known scout-ing organization, do you think of being mentally, physically, or func-tionally prepared for your exams?

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Mental Preparation Mental preparation refers not only to studying and reviewing contentand subject matter to gain a thorough understanding of the materialto be covered in the test; it also refers to the state of mind that you arein when you walk into the testing room, as well as your mental well-being during the testing process.

If you have listened carefully in class, spent time every day readingand reviewing class materials and resources, and asked the instructorfor clarifications on any concepts that you may not have fully under-stood, then you already have taken a huge step in ensuring that youare mentally prepared for your exam.

It is also important that you try to alleviate any stress in your lifethat could impact your performance on the exam. Be sure to arrive forthe test on time. Do not over schedule yourself on the day of animportant test. Manage your time effectively so that time is not astress causer but a stress reliever.

Before the test, take a minute to think positive thoughts. Surroundyourself with positive-minded friends who are supportive and willhelp you feel comfortable and confident on test day.

Physical Preparation Unless your test is in a class such as physical education, you may thinkthat physical preparation is not an important part of taking an aca-demic test. The truth is that in order to succeed, you must have botha healthy mind and a healthy body.

Be sure that you get plenty of sleep the night before a test. Ideally,you should be aware of your sleeping habits even on days when youdont have tests because lack of sleep may greatly diminish your abil-ity to concentrate and retain information. The less effective you are atretaining information on a daily basis, the more you are going to haveto cram before tests. Be sure that you are well rested on test day sothat your mind is at its sharpest!

Food for thoughtbe sure that you eat a well balanced breakfast ontest day. Studies have shown that eating a healthy breakfast enhancesa students proficiency in school. Even if you are pressed for time, takea minute to eat breakfast. If your test is not until after lunchtime,think about what you are eating for lunch. Try to stay away fromheavy meals that will make you feel tired. Although it is important

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that your body have the food it needs for brainpower, you should notovereat either!

Try to dress appropriately for the test environment. Dress comfort-ably, ensuring that none of your clothing becomes a distraction to youor others during the test. Test day is not the day to wear clothes thatare too tight, too loose, or too loud. You want to focus all of yourbrainpower on answering questions, not on thinking about howuncomfortable you are. In addition, consider whether or not the test-ing room is air-conditioned. Will you need to take a sweater? Will yoube overheated? Are you allowed to take bottled water into the roomwith you?

Functional PreparationDo you have a number two pencil? This question is an example offunctional preparation. Do you have what you need or are required tohave in order to take this test? Some tests require that you registerahead of time. Have you preregistered? The instructor may have saidthat she will allow you to use your notebooks for this test. If so, haveyou remembered your notebook? You see that functional preparationrefers to the items and processes that must occur for you to take thetest. You may have studied voraciously and you may be dressed appro-priately, but if you are not functionally prepared for the test, it couldall be for nothing!

M I N D B E N D E R

Time Management Quiz

Do you often (Yes or No):

YES NO

____ ____ 1. Feel that you dont have enough time to get every-thing done?

____ ____ 2. Begin to study for an exam or work on an assign-ment and realize its going to take twice as long asyou thought?

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____ ____ 3. Feel like youre rushing all day long, jumping fromone thing or place to another, yet never accomplishmuch?

____ ____ 4. Spread yourself too thin, committing to moreextracurricular and social activities than you canpossibly handle?

____ ____ 5. Finish big projects and papers the night beforetheyre due?

____ ____ 6. Feel as though youre running late?

____ ____ 7. Feel that you never have any time to relax?

____ ____ 8. Set goals that you never achieve?

____ ____ 9. Procrastinate by putting off difficult assignmentsuntil the very last minute?

____ ____10. Feel that you spend most of the day doing thingsyou dont enjoy?

To see how well you manage your time, total the number ofyess and compare to the following:

ScoreIf your total number of Yes answers was

0Great! Youre organized and plan your time effectively. Welldone!13You usually manage your time pretty well but may falteronce in a while. You need to create a schedule you can stick to.46Your time management schedule is disorganized and out ofcontrol. Before you know it, activities and assignments are pilingup so fast you cant keep track of them. You definitely need toorganize your time more effectively.710Its time for you to learn some time management skills andtake control of your life. This is one assignment for which youcant afford to procrastinate.

Adapted from West Central Technical College website: www.westcentral.org/academics/timemngt.pdf

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IN SUMMARY

A large part of acing high school tests takes place before the tests evenbegin. Learning to manage your time efficiently and effectively,including taking the time to prepare your self physically, mentally, andfunctionally for the big test, will reap extraordinary rewards. SeeSecret #6 to learn how to create and implement a study plan. If youneed help mentally and physically preparing yourself, you may wantto take a look at Secret #10 for information on preventing test stress.

J u s t t h e F a c t s

Take the time to prioritize your work.

Create three types of schedules: long-term, medium-term, andshort-term.

Learn to manage your time both before and during the test.

Be prepared mentally, physically, and functionally.

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Getting a Handle on Objective Testing 13

Secret 2GETTING A HANDLE ON

OBJECTIVE TESTING

Stephen went to the mall to buy a birthday present forhis girlfriend. He took his friend Charlotte along tohelp because he always had a hard time making deci-sions. As they entered the mall, Charlotte asked him howhe felt about the history test they had taken earlier in theday.

Not so good, said Stephen. It was multiple-choice.Stephen dreaded multiple-choice tests. After reading thequestion, he would read the answer choices three or fourtimes, hoping that the right answer would jump out athim. But it rarely did. Every time he filled in an answerchoice, he felt nervous and usually ended up changinghis answer immediately after.

Charlotte, on the other hand, loved multiple-choicetests. But multiple-choice questions are a cinch, sheexplained to Stephen. The answers right there. Its notlike you have to pull it out of thin air.

But Id rather pull it out of thin air, he sighed. I getdistracted by all the choices.

Charlotte tried to cheer him up. Well, next week werehaving an essay exam in English. Im sure youll do wellon that.

Sure, Stephen said, but what about the SAT? Thatsentirely multiple-choice.

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Like Stephen, many students have trouble scoring well on objectiveexams. However, a large number of the tests that you have takenthroughout your school years and those that you will be taking in highschool and beyond are classified as objective tests. Sometimesmachine scored, these tests measure what you have learned with noregard to an outsiders opinion. On objective tests, your answers areeither correct or incorrect. There is no middle ground or gray area.Mastering this type of test greatly improves your chances of becom-ing a successful test taker.

Objective tests typically contain questions in the following formats:

multiple choice

matching

sentence completion

true or false

grid-in

Lets cover each of these types of questions in depth to uncover thesecrets to mastering them.

MULTIPLE CHOICE

Although you may have heard multiple-choice exams referred to asmultiple guess, you can take the guesswork out of the equation ifyou have the proper skills. In this chapter, lets replace guess with

14 10 SECRETS TO ACING ANY HIGH SCHOOL TEST

Charlotte steers Stephen toward a jewelry store. Dontworry so much, she said. After staring into a nearbyjewelry case for a few moments, she looked up at him.So, she said, Do you want to get her a bracelet, anecklace, or earrings?

My whole life is one big multiple-choice test, he said,smiling despite himself.

But its just a present, Charlotte argued. Theres noright answer.

Stephen laughed. You obviously dont know my girl-friend.

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logical thinking. The typical multiple-choice question is made up ofa sentence or a phrase called the stem and a list of three or four pos-sible answers. One of the possible answers is the correct answer, andthe others are often referred to as distractors or decoys. As thenames imply, the incorrect answers that surround the correct one arethere to trick and confuse you. It will be up to you to logically decidewhich of the answers cannot possibly be correct, which may be cor-rect, and which are the closest to being correct.

Examples1. Stanza is to poem as

a. concerto is to symphony.b. portrait is to painting.c. hammer is to toolbox.d. volume is to encyclopedia.e. suit is to skirt.

2. Which of the following words is synonymous with mollify?a. hardenb. softenc. lengthend. molde. aggravate

3. By how much does the product of 8 and 25 exceed the product of15 and 10?a. 25b. 50c. 75d. 100e. 125

4. An ice cream parlor makes a sundae using one of six different fla-vors of ice cream, one of three different flavors of syrup, and oneof four different toppings. What is the total number of differentsundaes that this ice cream parlor can make?a. 72b. 36c. 30d. 26e. 13

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How did you do?

Answers1. d. A stanza is a unit of a poem. A volume is a unit of an encyclopedia.This is a part-to-whole relationship.

2. b. To mollify means to soften.

3. b. To figure out by what amount quantity A exceeds quantity B,calculate A B:(8 25) (15 10) = 200 150 = 50.

4. a. The total number of different sundaes that the ice cream parlorcan make is the number of different flavors of ice cream times thenumber of different flavors of syrup times the number of differenttoppings: 6 3 4 72.

When taking a multiple-choice test, first find out if there is apenalty for answering a question incorrectly or if only correctlyanswered questions will be counted. If there is no penalty for incor-rect answers, leaving a question unanswered automatically means thatthe answer will be marked incorrect, so it is important that you makea conscious effort to answer every question, even those for which youare unsure of the answer.

It may be easy to get stuck on one particular question. Deep downyou know which of the options is the correct answer. It is right on thetip of your pencil, but for some reason you just cannot see it clearly.Instead of passing over this question, you tap your pencil, rub yourforehead, and stare at the ceiling in hopes that the answer will jumpout in front of you. Be aware when this happens. You do not want tospend too much time on any one question. Spread your time across allquestions, leaving enough time to go back and revisit the ones youwere less sure about.

Mark questions that you are unsure about with a small line so thatthey are easily found when you have time to go back and check yourwork. Sometimes when you revisit a question like this, after first beingcompletely stumped, the answer will just roll off your pencil. Perhapsyou were able to subconsciously think through the question whileanswering the remaining questions, or perhaps you were clued in byone of the other test questions. Remember to manage your time effec-tively when taking a multiple-choice test.


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Be sure to fill in the answer sheet carefully. Perhaps a kind teacheror instructor would notice if you inadvertently skipped a number onthe answer sheet, thus shifting all of the answers by one question, butusually these types of answer sheets are scored by machines. All toooften students have been disappointed with their scores not because ofincorrect answers, but because they filled in their answer sheets incor-rectly. Always compare the number of the question to the answernumber that you are filling in.

Tips for Answering Multiple-Choice Questions Anticipate the answer.

Read the stem. Try answering the question in your head before youlook at the choices. This gets your mind working in the right direc-tion, and there should be a feeling of recognition when you see thecorrect option listed. Chances are good that if the answer you cameup with in your head appears in the list of options, it is the rightanswer.

Consider ALL the answers.Dont just mark the first answer that looks good. Multiple-choiceanswers can be tricky, and often the list of possible answers will beworded in such a way that you will be tempted to choose the firstanswer that seems correct . When you do this, you may miss thebetter answer that is lower on the list. These almost answers areplaced in the test by design and test not only your knowledge of thesubject area, but also your attention to detail. Remember, they arecalled distractors and decoys for a reason!

Try rephrasing the question.Sometimes rewording a question jogs your memory. This tech-nique is especially helpful in tests created by teachers. The teacher,in creating the test, may have lifted sentences directly from thetextbook and then reworded them slightly. When you rephrase thequestion, you may rephrase it into a sentence that you recognizefrom your note taking or that you have read in your textbook.

If you are unsure of the answer, first eliminate the wrong orunlikely choices.First, eliminate any answer that you are positive is wrong. Next,look for any answer that seems out of place; it probably is. Thispares down the list of possible choices, and increases the odds thatyour guess will be correct.


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Look for the all-or-nothing words in the sentence.These types of words are also called qualifiers. Words such as all,most, some, no, never, least, always, equal, maximum, greatest, not, less,mainly, highest, lowest, most nearly, and best are all qualifiers. Be espe-cially wary of totalitarian words like all or nothing. These words arekey in a sentence because by changing them you can drasticallychange the meaning of the sentence.

Look to the middle with numbers.If your set of choices is a range of numbers, choose mid-rangenumbers. For instance, if your choices included 20, 50, 75, 100, thecorrect answer would most likely be either 50 or 75. This is becauseteachers tend to add decoys that are both higher and lower than thecorrect answer when creating a list of decoys.

Understand and recognize balance phrasing.Balance phrasing is when two of the choices echo each other. Forinstance, if the correct answer on a test is made the citizensricher, it would not be uncommon for the answer made the cit-izens poorer to appear as a decoy. When researchers analyzed awide range of teachers tests, they found that the correct answeris often one of the phrases that has a parallel or echoed decoyitem.

It is safe to say that this is another example of human natureentering the test writing process. If you are unsure of the answerand you see balance phrasing in your list of options, choose one ofthe balanced phrases.

The Cs and Ds have it!Although it is preferred that you never have to guess on a test andthat you will be able to either recall or deduce the correct answersusing good study habits and logical thinking skills, there are timesthat you may be stumped! If you are taking a multiple-choice testand are at your wits end, and if an unanswered question counts asan incorrect answer, then you may want to choose either option Cor option D from your list of decoys. Studies have shown that C orD is often the correct answer.

MATCHING

Matching questions are often found on vocabulary and language artstests, but can be found on tests on any subject. An example of a match-ing test includes a list of vocabulary words along the left side of the


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sheet with a coordinating set of definitions in a second column alongthe right side of the paper. You are then asked to match each wordto its proper definition.

Examples1. Match the words on the left with their proper definitions on the

right:a. mediocre 1. inelegantb. gauche 2. completec. urbane 3. averaged. consummate 4. elegant

2. Match the words on the left with their proper parts of speech onthe right:a. the 1. nounb. of 2. adverbc. apple 3. verbd. slowly 4. articlee. ran 5. preposition

How did you do?

Answers1. a3, b1, c4, and d2

2. a4, b5, c1, d2, and e3

Tips for Answering Matching Questions Find out whether each answer is used only once.

Sometimes a teacher will allow the same answer, usually found inthe column on the right side of the page, to be used more thanonce. If the directions are not clear about this, be sure to ask theteacher or instructor. If each answer can only be used once and youare allowed to write on the test, cross out the letter after you haveused it so that you can see whats left. If you are not allowed to writeon the test but have a piece of scrap paper, write the answer lettersor numbers on the scrap paper and cross them off there.


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Read all the items in both columns before answering anyquestion.Knowing all of the possibilities before marking your answers willcut down on the amount of second-guessing and answer changinglater. Read both columns first, and then begin to mark youranswers. Also, being familiar with the full range of informationbeing covered on the matching test will allow you to understandthe context of the questions as they relate to the answers.

Answer the questions you know first.There is no better way to build confidence than to start off with thequestions for which you are sure of the answers. After you havefamiliarized yourself with the information in both columns, beginwith the information that is most familiar to you. Again, if you areallowed, mark off each answer as you use it. If not, use a piece ofscrap paper to keep track of the answers that you have already used.

S T U DY A E R O B I C S

Test YourselfWhen studying for a test with a friend, create your own practicemultiple-choice, true or false, and fill-in-the-blank questions. Theprocess of creating questions will not only help familiarize youwith the material but will also give you insight into the logic andconstruction of objective tests. Make sure your practice questionsare challenging enough to require serious thought. Create chal-lenging multiple-choice questions by coming up with truly dis-tracting distractors that make the correct answer less obvious.Create challenging true or false questions by coming up withstatements that are almost true except for one important detail orseemingly false if read too quickly. Create challenging fill-in-the-blank questions by writing out complete sentences and then delet-ing a key word. When you and your friend have both finishedcreating your practice exams, exchange them, and see how wellyou do.

SENTENCE COMPLETION

In the first two types of objective test questions, you were given theanswers. Now, we move to a type of question where you will be


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expected to provide the answer on your own. Sentence completionquestions may be more stressful to you simply because you will beforced to recall information rather than to choose the best option thatis provided to you.

When taking a test that includes sentence completion questions, itis helpful to think about what the instructor or teacher has in mind.Understanding the context of the sentence can be very helpful in lead-ing you to the correct answer to fill in the blank. Because the instruc-tor usually has a specific answer in mind when creating thefill-in-the-blank questions, sentence completion tests are still consid-ered objective rather than subjective.

Examples1. Scientific knowledge is usually _______, often resulting from years

of hard work by numerous investigators.a. ponderousb. implacablec. precariousd. cumulativee. egregious

2. Even though _______ meals cause her digestive trouble, my grand-mother insists on eating her food as _______ as possible.a. piquant/spicyb. foreign/oftenc. astringent/slowlyd. cold/quicklye. purgative/daintily

3. The human body has _______ bones.

4. _______ created a cure for rabies.

How did you do?

Answers1. d.2. a.3. 206.4. Louis Pasteur.


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Tips for Answering Sentence Completion (Fill-in-the-Blank) Questions If you dont know the exact answer, come as close as you can.

Even if you do not give the exact word that the teacher wants, youmay come close enough to get partial credit.

Check the number of blanks.If the test creator has left more than one blank, chances are thathe or she is looking for more than one word. The converse can-not always be held true. A single blank may hold a multi-wordanswer.

Look for a or an.Knowing basic rules of grammar can help provide hints to theanswer. For example, a word that starts with a vowel should followthe word an in a sentence, whereas a word that starts with a con-sonant should follow a. Also, study the sentence to decide if thecorrect answer is singular or plural.

Test your answer.After you choose an answer, read the entire sentence to yourselfusing your answer in the sentence. If the sentence sounds clumsy,you may have answered incorrectly. If the sentence sounds familiar,you should feel more confident.

TRUE OR FALSE

True or false questions usually give you the best odds of answeringcorrectly, but they are often the trickiest of the objective test ques-tions. It is very important that you take the time to read the questioncompletely, understanding each piece of the sentence or sentencesthat make it up.

Examples_____ 1. At the 1932 Democratic National Convention, Franklin D.Roosevelt, the 34th president of the United States, said I pledge you,I pledge myself, to a new deal for the American people.

_____ 2. The 15th amendment to the Constitution prohibits federalor state governments from infringing on citizens right to vote,regardless of their race, color, or previous condition of servitude.


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How did you do?

Answers1. False. The quote is, in fact, attributed to Franklin D. Roosevelt,but he was the 32nd president of the United States, not the 34th.

2. True.

Tips for Answering True or False Questions Watch out for absolutes.

Look for absolutes or all-or-nothing words like always, never, andentirely. There are very few things in life that are always true oralways false. Questions that contain these words are often false.

Its either all true or all false.Be sure that all pieces of the statement are correct before markingan answer true. In the example, Germany, a country in Asia, ishome to the Autobahn, only part of the statement is true. Ger-many is home to the Autobahn, but it is not a country in Asia. If anypart of the statement is wrong, the whole thing is false.

Dont overanalyze.Read the statement as it is written, without adding any of your ownthoughts or ideas to what appears on the test. Sometimes studentswho are already nervous about the test will overanalyze a true orfalse question. When they do this, they either answer the questionincorrectly or confuse themselves further and end up wasting time.It is imperative that you read the statement exactly as it appears.

Know your teacher.Ideally, you will never have to rely on this tip, but when it comes totrue or false questions, it may help you to know your teacher. It hasbeen shown on teacher-created tests and quizzes that teachers oftencreate more of one type of question than another. Some teachershave shown patterns of creating more questions with false answers,whereas others have shown a tendency to create more with trueanswers. If possible, look over some of your past tests to predictyour teachers tendencies. If you are unsure of your teachers pat-terns, it is best to guess true, because more teachers have the ten-dency to create true answers than false.


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GRID-IN

Grid-in questions are also referred to as student-produced responses. TheSAT exam has 10 grid-in questions, and some state exit exams havethis type of question as well. Basically, you will be asked to solve avariety of math problems and then fill in the correct numbered ovalson your answer sheet. Again, the key to success with these problemsis to think through them logically; thats easier than it may seem toyou right now.

Examples1. Tia is buying a shirt that regularly sells for $36.00 but is now on

sale for $23.40. By what percent of the regular price has this shirtbeen discounted?

2. What is the next number in this sequence? Round your answer tothe nearest thousandth. 8, 3.2, 1.28, 0.512, ___


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How did you do?

Answers1. First, find the amount by which the price of the shirt has been reduced:

$36.00 $23.40 = $12.60

To find the percent of the reduction, divide the amount of the reduc-tion by the original price:

$12.60$36.00 _______ 0.35 35%

2. Each term in the sequence is obtained by multiplying the preceding termby 0.4, so multiply the last term (0.512) by 0.4 to calculate the next term:

0.512 0.4 0.2048

0.2048 rounded to the nearest thousandth is 0.205.


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Tips for Answering Grid-In Questions Write the answer in the column above the oval.

The answer you write will be completely disregarded because thescoring machine will only read the ovals. It is still important towrite this answer, however, because it will help you check that youmarked the appropriate ovals.

How to grid in your answer.The answer grid can express whole numbers from 0 to 9999, aswell as some fractions and decimals. To grid an answer, write it in the top row of the column and then fill in the appropriate ovals beneath each number. If you need to write a decimal pointor a fraction bar, skip a column and fill in the necessary ovalbelow it.

Answers that need fewer than four columns.Answers that need fewer than four columns, except 0, may bestarted in any of the four columns, provided that the answer fits. Ifyou are entering a decimal, do not begin with a 0. For example ifyou get 0.5 for an answer, simply enter .5.

If the answer fits the grid, do not change its form.If you get a fraction that fits into the grid, do not waste time chang-ing it to a decimal. Changing the form of an answer is completelyunnecessary and can also result in a miscalculation.

Express mixed numbers as improper fractions or decimals.As a math student, you are used to always simplifying answers totheir lowest terms and converting improper fractions to mixednumbers. With grid-in questions, however, you should leaveimproper fractions as they are. For example, it is impossible to grid 1 in the answer grid, so simply grid in instead. Youcould also grid in its decimal form of 1.5. Either answer is correct.

Write fractions that require more than four digits as decimalsinstead. The fraction , for example, does not fit into the grid and it can-not be reduced; therefore, you must turn it into a decimal by divid-ing the numerator by the denominator. In this case, the decimalwould be .70.


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Use the most accurate value when entering decimals.For example, if your solution is 0.333..., your gridded answershould be .333. A less precise answer, like .3 or .33, will be scoredas an incorrect response.

Enter the decimal point and the first three digits of a longdecimal.If an answer is a repeating decimal, enter the decimal point and thefirst three digits of the decimal. Do not round the answer. It wontbe marked wrong if you do, but it is a not necessary.

If a grid-in answer has more than one possibility, enter anypossible answer.This can occur when the answer is an inequality or the solution toa quadratic equation. For example, if the answer is x < 5, enter 4. Ifthe answer is x 3, enter 3. There will not be any confusionbecause negative numbers cannot be entered into the grid.

Very important: Grid-in questions will not have negativeanswers.If you get a negative number, you have done something wrong.

When entering percentages, grid the numerical value withoutthe percent sign. There is no way to grid the symbol, so it is not needed. For exam-ple, 54% should be gridded as .54. Dont forget the decimal point!

Be extremely careful.The answer sheets are scored by a machine, so regardless of whatelse is written on the answer sheet, you will receive credit only ifyou have filled in the ovals correctly.Remember:

1. If you write in the correct answer but do not fill in the oval, thequestion will be marked wrong.

2. If you know the correct answer but fill in the wrong oval(s), thequestion will be marked wrong.

3. If you do not fully erase an answer, it may be scored wrong. Beespecially careful that a fraction bar or decimal point is notmarked in the same column as a digit. Be sure to mark only oneoval in each column.


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Objective Testing

www.xu.edu/lac/Objective_Tests.htmTips for taking objectivetests.

www.tulane.edu/~erc/studying/multiple.htmlTips for answer-ing multiple choice questions.

www.und.edu/dept/ULC/rf-objt.htmTips for answering allkinds of objective test questions.

MANAGING YOUR TIME DURING THEOBJECTIVE TEST

When taking an objective exam, you will want to pace yourself.Always use all of the test time allowed. If you complete the test, goback and check your answers. On an objective test, it is sometimesrecommended that you work in three phases.

Phase IGo through the entire test, answering only those questions that youare sure you can answer correctly. Skip all questions for which you areunsure of the answers. This is an especially important step for tests onwhich only answered questions are scored and those left blank are notcounted. You have now ensured that you have a set number of cor-rectly answered questions. Also, this gets the test going on the rightfoot! Instead of feeling defeated, you are filled with confidence as youmove to Phase II.

Phase IIReview the test, looking only at the questions that you skipped in PhaseI. This time, use some of the methods you have learned to eliminatetrick or unlikely answers and decoys. When doing this, you should:

identify and eliminate the answers that you know are definitelywrong or highly unlikely.


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eliminate those options that do not fit grammatically with the stemof a multiple-choice question.

eliminate choices from the list of decoys that are redundant. Ofthe choices a) shouting, b) listening, c) staring, or d) yelling,choices a and d mean basically the same thing and because onlyone answer can be correct, it is logical that neither is the correctanswer.

Phase IIIIf all else fails and you will be scored on all questions whetheranswered or not, it is time for you to use your logical thinking skillsto make your best guess.

M I N D B E N D E R

Your Guessing AbilityThe following are ten really hard questions. You are not supposedto know the answers. Rather, this is an assessment of your ability toguess when you dont have a clue. Read each question carefully, justas if you did expect to answer it. If you have any knowledge aboutthe subject of the question, use that knowledge to help you elimi-nate wrong answer choices.

Questions

1. September 7 is Independence Day in a. India.b. Costa Rica.c. Brazil.d. Australia.

2. Which of the following is the formula for determining themomentum of an object?a. p mvb. F mac. P IVd. E mc2


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3. Because of the expansion of the universe, the stars and othercelestial bodies are all moving away from each other. This phe-nomenon is known asa. Newtons first law.b. the big bang theory.c. gravitational collapse.d. Hubble flow.

4. American author Gertrude Stein was born ina. 1713.b. 1830.c. 1874.d. 1901.

5. Which of the following is NOT one of the Five Classics attrib-uted to Confucius?a. the I Chingb. the Book of Holinessc. the Spring and Autumn Annalsd. the Book of History

6. The religious and philosophical doctrine that holds that theuniverse is constantly in a struggle between good and evil isknown asa. Pelagianism.b. Manichaeanism.c. neo-Hegelianism.d. Epicureanism.

7. The third Chief Justice of the U.S. Supreme Court wasa. John Blair.b. William Cushing.c. James Wilson.d. John Jay.

8. Which of the following is the poisonous part of a daffodil?a. the bulbb. the leavesc. the stemd. the flowers

9. The winner of the Masters golf tournament in 1953 wasa. Sam Snead.b. Cary Middlecoff.


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c. Arnold Palmer.d. Ben Hogan.

10. The state with the highest per capita personal income in 1980 wasa. Alaska.b. Connecticut.c. New York.d. Texas.

How did you do?

AnswersCheck your answers against the correct answers listed below.

1. c.2. a.3. d.4. c.5. b.6. b.7. b.8. a.9. d.

10. a.

You may have simply gotten lucky and actually known the answerto one or two questions. In addition, your guessing was more suc-cessful if you were able to use the process of elimination on any ofthe questions. Maybe you didnt know who the third Chief Justicewas (question 7), but you knew that John Jay was the first. In thatcase, you would have eliminated answer d and, therefore, improvedyour odds of guessing right from one in four to one in three.

According to probability, you should get 2 answers correct, sogetting either two or three right would be average. If you got fouror more right, you may be a really terrific guesser. If you got oneor none right, you may be a really bad guesser.

J u s t t h e F a c t s

Remember, when taking an objective test, the answers are clearlyright or wrong.


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Be slow to change an answer; your first impulses are usuallycorrect.

When there is no penalty for wrong answers, always make educatedguesses.

Review past tests if possible to identify your teachers trends ortendencies.


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Getting a Handle on Subjective Testing 33

Secret 3GETTING A HANDLE ON

SUBJECTIVE TESTING

Gene, Nita, and Tomoyuki sat in a far corner of theschool library and faced their day of reckoning.Determined to do well on their Advanced Placement

(AP) English test, the three classmates agreed to prac-tice their essay-writing skills together. Nita downloadedsample AP English essay questions from the Internet.Then they chose a question asking for a comparison oftwo Robert Frost poems, and they each wrote a rough-draft essay. Today was the peer-review stage in whicheach study group member would read anothers essayand critique it.

Are we still going to be friends after this? Tomoyukiasked half-seriously. Gene critiqued Tomoyukis essayfirst. Tomoyuki became a little defensive when Genebegan with how difficult it was for him to read Tomoyukishandwriting. Gene also thought that Tomoyukis essayfocused on one poem, with little mention of the second.Nita found that Genes essay seemed to make the samepoint several times and had no closing sentence.Tomoyuki thought Nita had a terrific thesis statement butlacked logical connections leading from one point toanother.

Combined, were perfect, Gene joked.

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Gene, Nita, and Tomoyuki formed different opinions of what theyread, so how can subjectivity possibly determine a fair grade? As youcan tell from their experience, subjective tests are generally morecomplex than objective ones. When taking subjective exams, you haveto do more than just select the correct answer from among severalchoices: You have to create a concise, often original, answer in yourown words. This chapter will help you understand the different typesof subjective testing, what they test, and how to study for them.

THE PURPOSE OF SUBJECTIVETESTING

In the previous chapter, objective testing and the types of questionsyou can expect to find on that type of test were discussed. The topicof this chapter is subjective testing. This type of test often causesmore stress for students because the distinction between a right andwrong answer is not always as clear as in objective testing. Also, in thesubjective test, students may be asked to expand their thoughtsbeyond the facts that were taught in class, and they may be expectedto form their own opinions and then provide the statistics or facts tosupport them. Subjective tests are almost always graded by people,not machines, which means that human opinion enters into deter-mining how right or wrong a response is.

So, what is subjective testing? Subjective exams may call forresponses ranging from a paragraph to several pages in length,depending on what type of question is involved. Subjective testingevaluates not only how well a student has memorized and can recallfacts and theories but often also requires that the student take theinformation that was learned in the classroom and expand on it. Byusing this form of test, the educator can assess not only how well stu-dents have learned facts but also how well they have learned theory.

The questions on a subjective test usually encourage the student to uti-lize a variety of skills, from critical thinking to creativity, from properspelling to proper sentence structure. The student will often need to takepieces of information that were learned and meld them into a coherentand convincing answer. Because the student is asked to formulate ananswer this way, the subjective test can be a bit more difficult to study for.

The three students in the opening vignette provide a perfect exam-ple of the scoring process behind subjective tests. Although all three


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of the students thought that they had done suitable work, each wasable to point out the areas where the others were lacking or wherethey could improve. Of course, all of the feedback provided was opin-ion based on a set of criteria, but many of the opinions are likely to beshared by the person scoring the AP test.

DIFFERENT TYPES OF SUBJECTIVE TESTS

There are several different types of subjective test questions. As youadvance in your high school career, you are likely to see more andmore of these types of tests.

EssayThere is nothing that can cause a collective groan in the classroommore effectively than a teacher informing students that the next testis going to include an essay question. The mere possibility of essayquestions can send students into a panic.

Fortunately, because you are going to be well prepared and confi-dent after using this book, you will no longer be one of those students.Essay questions may never be one of your favorite testing methods,but as you uncover the secrets to mastering them, you will becomemore comfortable with them.

Tips for Mastering Essay QuestionsConsider the following sample essay question: Personification is thetechnique wherein a nonhuman character is given human thoughts,feelings, and dialogue. Illustrate how this technique is used in yourfavorite novel or short story.

1. Read the directions and all questions carefully. As with any type of test, it is imperative that all directions are readcarefully and completely. Pay special attention to the question thatyou are being asked to answer. Identify key words and statements.These are clues to the expected answer. If you are permitted,underline the key words so that you can remain focused on exactlywhat the question is asking. Try to rephrase the question in thetopic sentence of your answer.


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The key words in the sample essay question are underlinedbelow:

Personification is the technique wherein a nonhuman characteris given human thoughts, feelings, and dialogue. Illustrate how thistechnique is used in your favorite novel or short story.

2. Use your time wisely.As with objective test questions, it is very important that you useyour time wisely. After you have read all of the test questions, pri-oritize which you are going to answer first, then estimate howmuch time you are going to allot for each question. Try to answerthe least taxing questions first, moving on to those that will requiremore in-depth thought. By the time you reach the questions thatrequire more thought, you should be in a groove, and yourthoughts will be flowing more freely.

3. Create a short outline.Before beginning a lengthy, disorganized exposition of yourthoughts, use the key words and phrases that you identified earlierto outline your answer. Write this brief outline in the margin ofyour page or on scrap paper. This outline will help you stick to thepoint, keep your answer concise, and save you a lot of erasing whenyou realize that you have gone off track. A well-organized answerwill be easy for the instructor to read, and, therefore, easy for theinstructor to score. Heres a sample outline:

I. Introduce personification and Kiplings Rikki-Tikki-Tavi

II. Rikki-Tikki-Tavi as a humanized mongoose

III. Personification and the archetype of good and evil

IV. Conclusion

4. Be concise.For most essay questions, instructors are looking for particularanswers or groups of answers. While they are judging if youanswered correctly and effectively, they will be looking for certainfacts when reviewing the answers. Be sure that you answer only thequestion that is asked. Be direct, address all of the keywords andphrases, and do not allow your answer to be too lengthy.

This passage is too wordy: The technique of personification is aliterary device used in many novels and short stories by many writ-ers. In the short story Rikki-Tikki-Tavi by the author Rudyard


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Kipling, nonhuman animals are personified, and they are also giventhe ability to be able to speak to each other in English. The factthat they are able to speak to each other like human beings makesthem seem more real.

This passage is concise: In Rudyard Kiplings short storyRikki-Tikki-Tavi, garden animals are personified and given theability to speak English. Their personification makes the char-acters easier to identify with because they behave like humanbeings.

5. Know your vocabulary!There are undoubtedly certain words and terms unique to the sub-ject matter of your essay. Dont forget to use these terms in youranswer. For example, in the sample essay question provided, per-sonification should be mentioned throughout your response to thequestion. This not only shows a mastery of facts but also an under-standing of the context in which you are writing. Keep in mindthat you should not throw these words into your essay in a carelessmanner just for the sake of including them; that could have theopposite effect, and you could actually be penalized.

6. Support your answer with examples and facts.You should be prepared to include examples and facts in youranswer, especially when writing the answer to a What is youropinion? type of essay question. The statement, I dont thinkthat people should drink and drive is not going to get you an Auntil you support that statement with some of the facts that youlearned in the classroom.

7. Evaluate your response.After completing your answer, do a quick evaluation of your essayby asking yourself these questions:

1. Does the essay clearly answer the question?

2. Is the topic clearly presented? Is a topic statement enough forthis essay, or is the essay long enough to require a topic para-graph?

3. Have I provided enough facts and examples to support theessay?

4. Does the essay flow from thought to thought?


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5. Is there a strong concluding statement or paragraph?

6. If this is a written exam, is my handwriting legible?

If your answer to any of these questions is no, go back and edityour work.

Sample EssayPersonification is a clever technique in which nonhuman charactersare given human characteristics. When the author uses this technique,the reader is able to understand how an animal feels, what a tree isthinking, or even the most intimate thoughts of an old pair of sneak-ers! Rudyard Kiplings Rikki-Tikki-Tavi is one of my favorite shortstories. In it, all of the animals are personified, which is crucial,because the protagonist is a mongoose.

Rikki-Tikki-Tavi is a small mongoose who nearly drowns after aflood sweeps him away from his home. A boy named Teddy finds themongoose, and he and his mother nurse the animal back to health.Although Rikki never converses with his human family, he conversesin plain English with the other animals in the garden. This techniquegives the reader the opportunity to become deeply involved in a storythat revolves around a nonhuman protagonist. Even though Rikki-Tikki is unable to converse with the humans in the story, the reader isable to understand his character and thoughts.

Throughout the story, Rikki-Tikki finds himself battling adver-saries in the garden in an effort to save Teddys family, and becauseKipling uses personification, we are able to hear and understandRikki-Tikkis thoughts, feelings, and motivations as he does so. Forexample, before he battles Nag, the evil male serpent, he is cautiousand a bit nervous but refuses to show his fear to his enemy. Only thereader understands Rikkis character from this point of view.

Rikki-Tikki-Tavi follows the archetype of a story about the battlebetween good and evil. If we look closely at the plot, biblical themesare also apparent. Nag, the snake in the garden, is an allusion to thestory of Adam and Eve. Personification was also crucial in that storybecause Eve might not have been tempted by the serpent if he hadntbeen able to speak. Similarly, Rikki-Tikkis story is enhanced by hisconversations with the other animals. The reader is able to identifywith Rikki-Tikkis character and sometimes forget that he is a mon-goose because he is given human characteristics.


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In the end, Rudyard Kipling was clever enough to observe whatoccurs in nature, blending it with personification and creating a time-less story of good versus evil.


Essay Writing Tips

www.collegeboard.comEssay writing tips (Search for essaywriting tips.).

www.geocities.com/SoHo/Atrium/1437The five-paragraph essay.

www.bigchalk.comHomework Central, the writing process.

Short ResponseShort response questions are like mini essay questions. Students areexpected to provide a written answer to a question but usually only ina few sentences. In the short response question, there is no room foranswer padding. The questions are usually to the point, and theresponses are expected to be as well.

Adapted from Life on the Mississippi by Mark TwainMy father was a justice of the peace, and I supposed he possessed the power oflife and death over all men and could hang anybody that offended him. Thiswas distinction enough for me as a general thing; but the desire to be a steam-boatman kept intruding, nevertheless. I first wanted to be a cabin-boy, so thatI could come out with a white apron on and shake a table-cloth over the side,where all my old comrades could see me; later I thought I would rather be thedeck-hand who stood on the end of the stage-plank with the coil of rope in hishand, because he was particularly conspicuous. But these were lonely day-dreamsand they were too heavenly to be contemplated as real possibilities.By and by one of our boys went away. He was not heard of for a long time. Atlast he turned up as apprentice engineer or striker on a steamboat. Thisthing shook the bottom out of all my [former beliefs]. That boy had beennotoriously worldly, and I just the reverse; yet he was exalted to this eminence,and I left in obscurity and misery. There was nothing generous about this fel-low in his greatness. He would always manage to have a rusty bolt to scrubwhile his boat tarried at our town, and he would sit on the inside guard andscrub it, where we could all see him and envy him and loathe him. And when-ever his boat was laid up he would come home and swell around the town inhis blackest and greasiest clothes, so that nobody could help remembering thathe was a steamboatman; and he used all sorts of steamboat technicalities in histalk, as if he were so used to them that he forgot that common people could

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not understand them. He would speak of the labboard side of a horse in aneasy, natural way that would make one wish he was dead. And he was alwaystalking about St. Looy like an old citizen; he would refer casually to occa-sions when he was coming down Fourth Street or when he was passing bythe Planters House, or when there was a fire and he took a turn on the brakesof the old big Missouri; and then he would go on and lie about how manytowns the size of ours were burned down there that day. Two or three of theboys had long been persons of consideration among us because they had beento St. Louis once and had a vague general knowledge of its wonders, but theday of their glory was over now. They lapsed into a humble silence, andlearned to disappear when the ruthless cub engineer approached. This fel-low had money, too, and hair oil. Also an ignorant silver watch and a showybrass watch chain. He wore a leather belt and used no suspenders. If ever ayouth was cordially admired and hated by his comrades, this one was . . .When his boat blew up at last, it diffused a tranquil contentment among ussuch as we had not known for months. But when he came home the next week,alive, renowned, and appeared in church all battered up and bandaged, a shin-ing hero, stared at and wondered over by everybody, it seemed to us that thepartiality of Providence for an undeserving reptile had reached a point whereit was open to criticism.

This creatures career could produce but one result, and it speedily fol-lowed. Boy after boy managed to get on the river. The ministers son becamean engineer. The doctors and the post-masters sons became mud clerks; thewholesale liquor dealers son became a bar-keeper on a boat; four sons of thechief merchant, and two sons of the county judge, became pilots. Pilot was thegrandest position of all. The pilot, even in those days of trivial wages, had aprincely salaryfrom a hundred and fifty to two hundred and fifty dollars amonth, and no board to pay. Two months of his wages would pay a preacherssalary for a year. Now some of us were left disconsolate. We could not get onthe riverat least our parents would not let us.

So by and by I ran away . . .

Short Response QuestionHow do the narrators future plans change after he sees the boy whogot a job on a steamboat? Use details and information from the pas-sage to support your answer.

1. Read the question carefully to understand what it asks.Does this seem repetitive? Good, then you shouldnt forget: Whentaking a test it is of the utmost importance that you carefully readall instructions and all questions.

2. Identify key phrases and words.Just as with the essay questions, you will find that underlining keywords will often focus your attention. These key words will helpyou identify the type of information that should be included in

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your answer. The key words in the short answer question areunderlined below:

How do the narrators future plans change after he sees the boywho got a job on a steamboat? Use details and information fromthe passage to support your answer.

3. Answer the question.Start your answer by creating a sentence from the key words youidentified. This sentence should include your key words or phrasesas well as your answer. This is essentially your one sentence answerto the question.

4. Reinforce your answer.If necessary or desired, add a second or third sentence to reinforcethe one-sentence answer that you provided in the previous step.This will be a supporting sentence that will include, perhaps, anexample, reason, or short explanation relating to the first question.

Sample ResponseThe narrator had often dreamed of working on a steamboat, but henever thought those dreams could really come true. However, afterone boy in his town gets a job on a steamboat and returns to the townto show off, the narrator and his friends become so envious that theydecide to follow the boys example. The narrator is determined to goto work on the river, but his parents refuse to give their permission.As a result, he ends up running away to pursue his dream.

In this response, the writer uses specific examples from the story toexplain the narrators decision to run away from home to get a job ona steamboat. The writers descriptions of the narrators reactions tothe boy who got a job on a steamboat are accurate and create a com-plete picture of the emotions that lead the narrator to change hisfuture plans.


Remember, subjective tests can pop up in math class too! Inthese tests, the method used to determine the correct answer isequally important as determining the correct answer itself. Hereare a few examples of short response math questions and theiranswers:

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Problem1. For the following problem, you will be required to use esti-

mation strategies.

Mr. Montoya owns a greenhouse. As a test for a new varietyof plant he wants to grow, he planted 204 seeds. Of these, 98seeds germinated.

Based on the test, estimate how many seeds Mr. Montoyashould expect to germinate if he plants 3,986 seeds. Showyour work or explain in words.

ExplanationIf the test ratio holds, the expected number of plants that willgerminate from 3,986 seeds can be calculated using the ratio

. For estimating purposes, round these numbers as follows:

98 100

204 200

3,986 4,000

Let x be the number of seeds expected to germinate. Set up aratio and solve:100 x

200 4,000

1 x

2 4,000

x 2,000

Based on the test, Mr. Montoya can estimate that about 2,000 ofhis 3,986 seeds will germinate.

The calculation process may also be explained in words, as follows:Round the number of seeds that germinated (100 seeds is rea-sonable) and the number of seeds that were planted (200 seedsis reasonable) in the test to estimate the fraction of seeds thatgerminated. Round the number of seeds planted to a numbercompatible with the fraction of seeds that germinated in the test(4,000 is most compatible). Multiply the rounded number ofseeds planted by the estimated fraction of seeds that germinated.

Estimated number of seeds that will germinate: 2,000 seeds

98204

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Problem2. Alicia is trying to decide which type of service to sign up for

with an Internet provider. The basic service offered by thisprovider costs $7.95 per month plus $2.25 per hour spentonline. The frequent user service offered by this providercosts $15.95 per month plus $0.75 per hour spent online.

Part A: Write a system of two equations that could be usedto find the monthly cost for using each type of service. Let crepresent the monthly cost and h represent the number ofhours spent online.Part B: Determine the type of service for which Aliciashould sign up. Show your work and explain your thinking.

Explanation

Part A

The services have the following costs:For basic service: c 7.95 2.25hFor frequent-user service: c 15.95 0.75h

Part B

The two services cost the same when (7.95 2.25h) (15.95 0.75h)

Solve for h:

7.95 2.25h 15.95 0.75h2.25h 0.75h 15.95 7.951.5h 8.0h 5.33 5 hours

If h is less that 5 hours, then the frequent-user service is more eco-nomical. (Substitute the value 6 in each equation to compare thecosts.) If h is greater than 5 hours, then the basic service is cheaper.(Substitute the value 5 in each equation to compare the costs.)

13

13

13

8.01.5

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RubricsThe rubric test is the subjective form of testing in which you are prob-ably given the most control over your own grade. When taking arubric exam, guidelines are typically communicated to you ahead oftime, and it is up to you to meet the appropriate guidelines for thescore you desire. If, when looking over the rubric guidelines, youdecide that your goal is to score average or above, then you can iden-tify exactly how much work you will need to do to gain that score. Youwill also know the skills you may need to improve in order to earn thatscore. Below is a sample rubric.

Extended-Response Rubric

Rubric tests fall under the heading of subjective tests because it is upto another persons judgment to decide if you did indeed meet therequirements of the rubric. Remember the three friends from thebeginning of the chapter who were critiquing each others work. Ifusing a rubric that included legible handwriting as one of the pieces


SCORE DESCRIPTION

4 The response indicates that the student has a thorough under-standing of the reading concept embodied in the task. The studenthas provided a response that is accurate, complete, and fulfills all therequirements of the task. Necessary support and/or examples areincluded, and the information is clearly text-based.

3 The response indicates that the student has an understanding ofthe reading concept embodied in the task. The student has provideda response that is accurate and fulfills all the requirements of thetask, but the required support and/or details are not complete orclearly text-based.

2 The response indicates that the student has a partial understand-ing of the reading concept embodied in the task. The student hasprovided a response that includes information that is essentially cor-rect and text-based, but the information is too general or simplistic.Some of the support and/or examples and requirements of the taskmay be incomplete or omitted.

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